As the number of college students with disabilities continues to grow, self-advocacy programs have become an increasingly important tool to help students access disability-specific and general student services. Yet, few studies have explored processes surrounding the development of self-advocacy for students with disabilities, in particular the role of social support in fostering important knowledge and skills. In this study, we conducted semi-structured interviews with 28 students receiving disability services (DS) from a large Hispanic serving institution (HSI). Our analysis yielded findings related to four subcomponents of self-advocacy, (a) knowledge of self, (b) knowledge of rights, (c) communication, and (d) leadership. Students attributed formal and informal social support to their progression in each area, distinguishing between initial and advanced phases of self-advocacy development. Recommendations for future research and implications for secondary and postsecondary education are provided.